Course Profile Learning Strategies 1: Skills for Success in Secondary School, Grade 9 open, Public

Unit 3

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject association. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the Production of this document.

Acknowledgments

Public District School Board Writing Team – Learning Strategies 1, Guidance and Career Education

Lead Board

Halton District School Board

Anne Clifton, Co-manager

Course Profile Writing Team

Anne Clifton, Co-manager, Halton District School Board

Shirley Kellestine, Co-manager, Peel District School Board

Ted Blackbourn, Peel District School Board

Pat Comley, Toronto District School Board

Rodger Harp, Kawartha Pine Ridge District School Board

Debbie Jukes, Halton District School Board

Pat Lewis, Peel District School Board

Ron Petker, Waterloo Region District School Board

Unit 3: Extending and Expanding My Learning

Activity 1 | Activity 2 | Activity 3 | Activity 4

Time: 34 hours

Unit Developer(s)

Anne Clifton, Halton District School Board

Shirley Kellestine, Peel District School Board

Pat Comley, Toronto District School Board

Ted Blackbourne, Peel District School Board

Debbie Jukes, Halton District School Board

Ron Petker, Waterloo Region District School Board

Development Date: July 1999

Unit Description

Students extend their learning beyond the classroom to the school and community to develop their skills in a variety of areas. Students have the opportunity to job shadow, volunteer, investigate their interests and become involved in a variety of school and community activities. Students track their growth in their portfolios and explore opportunities to apply their skills and knowledge in different contexts. Students explore their personality types through a variety of inventories and relate this to their work in groups and teams.

Strand(s) and Expectations

Strand(s): Learning Skills, Interpersonal Knowledge and Skills, Personal Knowledge and Management Skills

Overall Expectations: LSV.01X, IKV.02X.

Specific Expectations: LS1.02X, LS1.03X, LS1.04X, LS2.02X, LS2.03X, LS2.04X, LS2.05X, IK2.02X, LS3.03X, LS3.08X, PK2.05X, PK3.01X, PK3.02X, IK1.04X, IK1.05X, IK2.01X.

Activity Titles

Activity 1	How can I understand and manage my emotions?	420 minutes
Activity 2	How can I use thinking, memory and focus strategies to improve my success at school?	420 minutes
Activity 3	How can I extend my learning beyond the classroom?	960 minutes
Activity 4	How can I plan for and select future opportunities for learning in the community?	240 minutes

Unit Planning Notes

Activity 2, which focuses on study skills, memory strategies, and preparing for end of term projects, tests and assignments, can be attempted anytime after the students are aware of their learning preferences and dominant intelligences. Since Activity 2 can ‘stand alone,’ it can be ideally placed as students become involved in preparing for assignments, tests, and projects that are key components of the mid-term reporting period.

Activity 3, which results in class or group service projects (in school or in the community), can be introduced early in the course along with some preliminary activities and teacher preparation, e.g., establishing student interest areas, some initial research, etc. The bulk of teaching/learning strategies however take place in this third unit of the course.

Activity 4 can link with the “Take Our Kids To Work™” initiative in the school if the Learning Strategies course is scheduled during that part of the year.

For Activities 3 and 4, teachers follow school and board procedures and policies for student volunteering, job shadowing, and service projects within the community.

Prior Knowledge Required

· How to create and manage a portfolio

· Awareness of their own learning strengths and challenges

Teaching/Learning Strategies

questioning, demonstration, co-operative groups, brainstorming, interviewing, simulation, inquiry/research, case studies, service learning, community-based learning

Assessment/Evaluation

Tool	Purpose	Who	Activity
Written or oral test	formative	teacher	1: emotional intelligence
Log	formative	teacher	1: tracking emotions
Constructed response: personal case study	formative	teacher	1: conflict resolution
Checklist	formative	teacher, peer, self	1: conflict resolution
Constructed response: goal setting/action plan	formative	teacher	1: stress management
Constructed response (chart)	formative	self	2: study strategies
Rubric	summative	teacher	2: study strategies, test preparation
Constructed response	formative	teacher	2. conflict resolution
Rubric	formative	teacher	3: research / inquiry
Checklist	formative	teacher, peer, self	3: communication and teamwork skills
Checklist	formative	teacher	3: project management
Constructed response	formative	teacher	3: reading strategies
Rubric	formative	teacher	3: writing forms
Constructed response (goals, action plans)	summative	teacher	4: personal learning plan
Rubrics, observation	summative	teacher	4: volunteer fair

Resources

Fogarty, Robyn. Problem Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights: IRI SkyLight Training and Publishing, 1997. ISBN 1-57517-067-1

Goleman, Daniel. Emotional Intelligence. New York: Bantam Books, 1997. ISBN0-553-37506-7

Lewis, Barbara. The Kid’s Guide to Service Projects. Minneapolis: Free Spirit Publishing, 1995.

ISBN 0-915793-82-2

Activity 1: How can I understand and manage my emotions?

Time: 420 minutes

Description

Students expand their knowledge of themselves as learners as they explore how emotions can affect their learning and how they can manage their emotions more effectively. Students learn strategies to manage stress and resolve conflicts.

Strand(s) and Expectations

Strand(s): Learning Skills, Personal Knowledge and Management Skills, Interpersonal Knowledge and Skills

Overall Expectations:

PKV.03X - identify and define the personal management skills, habits, and characteristics required for success in high school

Specific Expectations:

PK3.02X - demonstrate understanding of the impact of emotions on learning and describe strategies to manage emotions effectively (e.g., anger management)

IK1.05X - describe and understand how to use conflict resolution strategies effectively to resolve problems in learning situations (e.g., completing group assignments, discussing homework with parents)

PK3.04X - explain how stress can positively and negatively affect learning performance and effectively use techniques for managing stress to maximize performance.

Planning Notes

The teacher:

· researches the emotional intelligence topics listed for the Jigsaw activity and provides information suited to the needs and strengths of the students in the class.

· researches the difference between emotional intelligence (ability to learn and apply concepts relating to emotions), emotional literacy (ability to experience and manage emotions) and emotional competencies (skills and attributes that determine the strength of our emotional intelligence).

· researches and selects Emotional Intelligence inventories suited to the students in the class.

· ensures that Public Performance Rights have been obtained (usually by the district school board) for any of videos/video clips shown to students for Emotional Intelligence analysis purposes.

Prior Knowledge Required

Refer to Unit 1, Activity 2: student portfolio

Refer to Unit 1, Activity 2: knowledge of multiple intelligence/learning styles, etc.

Teaching/Learning Strategies

1. The teacher:

· introduces the concept of Emotional Intelligence by asking students to discuss the following quote:

“Anyone can be angry - that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way – that is not easy!“ Aristotle. “Nicomachean Ethics,” Time Magazine, 10/2/95

· sets up a jigsaw with home groups of five. Expert groups discuss the definition of Emotional Intelligence together with information on one of the Five Dimensions of Emotional Intelligence (self-awareness, motivation, empathy, handling emotions, social skills). Home groups hear from each expert in the group and complete a teacher-prepared worksheet with questions designed to elicit information from each topic area.

2. Students:

· give three or more examples of how each of the dimensions of Emotional Intelligence is portrayed;

EMOTIONAL INTELLIGENCE PROFILE
Self- Awareness	Motivation	Empathy	Handling Emotions	Social Skills
Knowing one’s emotions and using them in good decision- making	Motivating oneself despite persistent setbacks and staying hopeful; includes ability to delay gratification (includes impulse control)	Recognizing emotions in others	Managing one’s emotions to keep distress from impairing one’s ability to think	Handling relationships, being able to have a rapport with others, to co-operate and handle feelings in relationships
low...........high	low...........high	low...........high	low...........high	low...........high

· as a class, discuss how high competence in each of the dimensions is portrayed and how low competence is portrayed;

· watch their favourite television show or movie, write down several examples of Emotional Intelligence, label the dimension, describe the behaviour that illustrates intelligence, and the degree of competence that it demonstrates, and discuss these examples in class;

· individually determine their personal Emotional Intelligence Quotient (EQ) by stating the degree of competence they think they have in each of the dimensions and creating an Emotional Intelligence profile of themselves, perhaps by using a bar graph. They share the profile with a partner, if they feel comfortable with doing so, or store it in their portfolios;

· use an EQ Inventory, selected by the teacher, to determine their Emotional Intelligence Quotient (e.g., www.utne.com/lens/bms/eq.html; EQ Professional Inquiry Kit), plot the results of this inventory on a bar graph and compare the two profiles/bar graphs noting the differences between the two, summarize their Emotional Intelligence strengths and weaknesses, and place the inventory results in the Personal Profile section of their portfolios.

3. Students:

· brainstorm as many ‘emotions’ as they can and discuss the impact of some of these emotions on their learning;

· view the video Emotional Intelligence to understand the emotional brain and its relationship to the cognitive brain;

· discuss the potential of being able to control emotions in a variety of situations;

· examine the relationship among the following to determine how they can control their emotions:

SITUATION THOUGHTS EMOTIONS

We can often control our emotions if we can control the thoughts that trigger the emotion (e.g., jealousy, embarrassment) and in some cases, can avoid the emotions if we can change the situation (e.g., avoid panic by reviewing for tests rather than cramming).

· chart their emotional responses to a variety of situations in and out of school over the next few days, describing the situation and thoughts that trigger the emotion;

· in pairs, discuss each other’s charts and brainstorm how one might have altered the situations or thoughts to minimize or manage the emotions;

· in groups of four, create case studies (e.g., narrative personal experience) that describe situations and emotional reactions which impact learning at school. Groups exchange case studies and problem solve how to manage emotions in the given situation;

· individually and purposefully try to alter or minimize their thoughts about a situation or the situation itself to manage their emotions, reflect on their success using the What? So What? Now What? frame (Unit 1, Activity 1, Appendix A) and put their Managing Emotions chart or record in their portfolios in the Application of Knowledge and Skills section.

4. Stress - Managing Emotions

Students:

· brainstorm, as a class, a list of things that cause them stress;

· discuss the list and attempt to explain stress – define it, explain what causes it, why it happens, when it is good, and when it is bad.

5. The teacher:

· explains stress according to the following cycle: stress results when something happens (stressor), the body has a physical reaction (e.g., sweat, fast heartbeat), and the individual chooses to do little or nothing to remove the stressor;

· has students work through the list from Strategy 3 and determine actions that could be taken in each situation to manage stress;

· helps students determine that individuals have control over some stressors and not others;

· explains that the ‘learning’ part of the brain shuts down during periods of stress.

6. Students:

· complete stress management checklists and inventories to help identify signs of stress and potential stressors in their lives, form groups and determine the most and least common signs of stress, when the signs are most likely to occur, the feelings associated with stress, and ways to reduce common signs of stress;

· brainstorm and share suggestions for dealing with worry, excitement, and anxiety, and discuss the point at which these feelings become unhealthy;

· individually, describe causes of personal stress in their lives, determine which stressors they can control and list potential strategies they might use to manage their stress and related emotions.

7. Case Study Analysis

Students:

· build a variety of case studies by describing, as narratives, personal (real or fictitious but believable) situations in which they had difficulty managing their emotions as a result of a variety of stressors in their lives;

· hand in descriptions with no name attached. Additional scenarios may be added or suggested by the teacher (e.g., stress leading to anxiety in school, excitement leading to poor concentration, motivation problems leading to procrastination, etc.);

· in triads, choose a case study and brainstorm stress management strategies. Each triad’s case study can be role played or described for the class in a general discussion of stress management strategies.

8. Conflict Resolution

Students:

· watch a variety of video clips of conflict situations (or examine a variety of case studies) prepared by the teacher, define ‘conflict,’ and determine some of the causes of conflict;

· focus on ineffective communication as one of the causes of conflict and effective and accurate communication as a potential way to ease, avoid, or resolve conflict;

· discuss communication skills as competencies for Emotional Intelligence.

9. The teacher:

· introduces a model of communication that includes a sender and a receiver, a feedback loop, and the encoding and decoding of messages; describes communication as verbal and non-verbal;

· selects one video clip or case study as a focus, asks students to see themselves in one of the roles in the video conflict situation, and has them analyse the situation using the following questions:

What would you think? What would you say?

How would you feel? What would you do?

Were you an effective communicator? Why or why not?

Would conflict escalate or de-escalate as a result of your responses?

· initiates a discussion on the effects of words or actions (e.g., interrupt, criticize, ridicule, preach, insult, etc.) that shut down communication.

10. Students:

· summarize a variety of strategies that help to minimize or resolve conflict;

· in pairs, recall and describe conflict situations in which they were involved, describe the relationship between their thoughts, feelings, and actions, and reflect on the effectiveness of their communication skills in preventing, managing, or escalating the conflict;

· in class group situations, observe for a week conflict or potential conflict situations in which they may or may not play a role and reflect on the following: How did you recognize the conflict? What did you do about it? What might have you done differently?

Assessment/Evaluation

1. PK3.02X

a) Students complete a short multiple-choice quiz on key terms and concepts relating to Emotional Intelligence. (Formative; tool: written test).

b) Over the period of a week, students note and describe (audiotape or written) real-life situations in which their emotions have affected their learning or had the potential to affect their learning. Students describe the impact (potential or actual) of the emotion on their learning and how thoughts and/or the situation might have been (or were) changed to manage the emotion and minimize the impact on learning. (Formative; tool: constructed response).

2. PK3.02X, PK3.04X, IK1.05X

Students select a situation of their choice (e.g., managing stress, resolving a conflict, managing anger) and describe strategies needed for managing emotions in terms of that particular situation. The strategies listed should be possible, appropriate, and make sense in terms of the situation. (Formative; tool: constructed response).

3. PK3.04X

In anticipation of upcoming projects, assignments, or tests, students:

· describe in terms of their own reactions, any positive impact of stress associated with due dates, increased workload, etc.; describe the negative impact of stress in these situations and determine what they can control and not control;

· set goals and develop an action plan that includes techniques for managing stress and preparing for the mid-term situation to the best of their ability. They carry out the plan, monitor their progress, and reflect on their successes (see the reflection rubric in Unit 1, Activity 1, Appendix A);

· collect evidence of applying their plan/strategies (e.g., daily planner, marked assignments, study log, etc.) and place this in their portfolios. Rubric criteria for the plan can include knowing what can be controlled and not controlled, knowing how to lessen their physical response to stress, time, and project management strategies, a realistic approach and awareness of their own abilities (Formative; tool: rubric).

4. IK1.05X

Students:

· determine a situation in which they will negotiate something, e.g., asking their brother to turn down the television, going to a different movie with a friend, doing a different part of a group assignment, etc.;

· pre-plan a strategy forecasting some potential thoughts, feelings, and actions;

· participate in the negotiation;

· develop a written reflection on the negotiation that describes what they thought, said, felt, and did, effective and ineffective communication strategies, and a rationale for what they would do in a similar situation next time (Formative; tool: constructed response).

Resources

Emotional Intelligence Professional Inquiry Kit. Alexandria: Association for Supervision and Curriculum Development, 1997.

Gibbs, Nancy. “The EQ Factor.” Time Magazine, (October 2, 1995): 60-68.

Goleman, D. Emotional Intelligence – A New Vision for Educators. National Professional Resource (Video), 1996.

Innerchoice Publishing. 50 Activities for Teaching Emotional Intelligence, Level 2 Middle School. California: Innerchoice Publishing, 1996.

Kearns, T., C. Pickering, J. Twist. Managing Conflict: A Practical Guide to Conflict Resolution for Educators. Toronto: OSSTF, 1992. ISBN 0-920930-54-9

Robbins, P. and J. Scott. “Emotional Intelligence”. ABC 20/20, Association for Supervision and Curriculum Development, 1996.

UTNE Reader OnLine “What’s Your Emotional Intelligence Quotient”

www.utne.com/lens/bms/eq.html

Activity 2: How can I use thinking, memory and focus strategies to improve my success in school?

Time: 420 minutes

Description

Students explore a variety of thinking, focus, and memory strategies and use them to positively impact their learning, studying, and preparing for end of term assignments, projects, and tests.

Strand(s) and Expectations

Strand(s): Learning Skills

Overall Expectations:

LSV.02X - identify and describe learning theories and the learning and thinking skills required for success in high school

Specific Expectations:

LS2.05X - demonstrate effective use of focus and memory strategies that improve concentration and retention of information

LS2.03X - demonstrate effective use of study and test preparation strategies in a variety of subjects and evaluate their impact on academic success

PK3.03X - demonstrate behaviours that reflect self-motivation (e.g., persistence in completing work they find difficult or boring, overcoming procrastination)

Planning Notes

The teacher gathers information from Grade 9 teachers regarding any summative assessment (projects, assignments, tests) that is occurring in the next few weeks in other subject areas.

Prior Knowledge Required

· Unit 1, Activity 5: study tips, note-taking skills, study log

· Unit 1, Activity 2: learning strengths

· Unit 2, Activity 2: dominant intelligences

Teaching/Learning Strategies

1. Study Habits

Students:

· ·review and chart their progress to date on the Student Achievement Summary (Unit 3, Activity 2, Appendix A), noting term marks, complete and incomplete work, and their own and teacher comments regarding their work to date in each subject area. Students can gather data for completing this chart from their portfolios (study and time management skills), from materials collected from other subject areas (e.g., marked projects, assignments, tests, etc.), from personal reflections on group work, and from overall achievement to date;

· assess their study habits by completing a checklist with statements similar to:

I have a planned study time I review my notes before beginning an assignment. Y or N

I begin with the hardest assignment. Y or N

I take short breaks when I feel tired. Y or N

I hand in all work. Y or N

I pay attention to detail. Y or N

I have a “study buddy” when I need help or have missed a class. Y or N

I write down questions that I need to ask my teacher. Y or N etc.

· in triads, determine and list on chart paper, examples of study habits that work well and those that have caused them to be unsuccessful in the past, and discuss as a class;

· individually, create a list of habits in which they need to improve, use it as a daily checklist, and determine additional strategies for improving their study habits;

· individually, assess themselves in the areas of study, time, and project management, using a checklist or rating scale for each subject (e.g., I have improved, slightly improved, not improved), and determine what worked or didn’t work in each of their subjects, and what skills in these areas they need to improve to attain their ‘personal best’ in each subject area;

· individually, create an action plan for the next few weeks, and record it on the Student Achievement Summary (Unit 3, Activity 2, Appendix A);

· may choose, in consultation with their teacher adviser, to set or revise goals and action plans for these areas in their Annual Education Plans.

2. Learning and Memory

The teacher:

· introduces the concept of memory by giving students a few minutes to memorize a random group of written numbers and then asks those who did well to share how they did it. Discuss the memory strategies that students used to remember the numbers;

· has students review their learning style preferences and their dominant intelligences and determine if there is a correlation between their strategy for remembering and their preferred way of learning;

· assists students in exploring and practising a variety of memory strategies (e.g., mnemonics, visualization, highlighting, underlining, rewriting notes, reading out loud, categorization, repetition, rhyme, acronyms, abbreviations, keywords, mind mapping, etc.);

· gives students another series of things, ideas, words, or numbers to remember and has groups of students determine a way to remember based on the above strategies and their learning style/dominant intelligence.

3. Students:

· recall a time when they have learned something really well in school or outside of school, share this with a partner and discuss how they learned what they learned;

· are introduced to varied teaching and learning strategies such as direct instruction, independent reading, audio-visual presentations, demonstrations, group discussion, practice, application in other contexts… They discuss the implications of these strategies on their learning in school subjects.

4. Students:

· discuss the steps that they go through to learn something new (e.g., a math operation) and list these steps on a flow chart;

· explore the 6-Step Learning Process by relating the new learning (e.g., the math operation) to the following steps:

Connect the new learning to something that is already known. (‘hook’)

When listening to the coach/teacher, listen for the sentence or phrase that describes what it is that is to be learned. (statement of learning)

Follow the explanation or demonstration carefully. Do a self check to make sure that each step is understood. Ask questions if anything is unclear. (demonstration/modelling/explanation)

Practise the new learning sufficiently while the teacher or coach is available to give feedback. (guided practice)

Practise the process, learning, or skill independently. (independent practice)

Figure out situations in which this learning might be used next. (application and transfer)

· complete a chart (see sample: Unit 3, Activity 2, Appendix B) for something new that they learn in the next few days;

· use this process when learning something new, asking the teacher for help.

5. Students:

· over the course of the next week, apply some of the above strategies. Students may wish to work in triads to practise applying the strategies and keep track of each others’ successes;

· reflect on their application of the selected skills and strategies, and apply and reflect on selected strategies on an ongoing basis. They place evidence of application in the Application of Knowledge and Skills section of their portfolios.

6. Preparation for mid-term tests, assignments, projects

Students:

· create lists of mid term expectations (tests, assignments, and projects) in which they demonstrate what they know and are able to do for each subject area;

· sort the list into categories of ‘assessments’ such as essays and writing assignments, group and individual projects and assignments, tests and quizzes (true/false, multiple choice, short answer, essay);

· as a class or in groups, work through each of the categories and determine ways to prepare for and approaches to using each category of assessment.

Examples:

· Students may generate tips for true/ false and multiple choice tests.

· Students select a sample short-answer test (e.g., from a magazine on a non-school topic or one that students have created themselves), examine the verbs and determine the type of response required to answer the question.

· look at verbs as ‘directions for thinking’ and use graphic organizers to provide the ‘map’ (see Verbs: Directions for Thinking, Unit 3, Activity 2, Appendix B). They create additional graphic organizers based on the definitions provided for the verbs in the verbs chart (Verbs as “Directions for Thinking”, Unit 3, Activity 2, Appendix C) and the verbs used in their activities, assignments, projects, tests, and quizzes. They use these graphic organizers to help with their class and homework assignments

7. Students:

· form subject-based work groups to devise and use strategies to prepare for upcoming work;

· summarize, on a poster, the work covered and strategies used for the subject;

· consult with other subject groups as needed;

· read the tips generated by each group;

· individually, track day-to-day progress in the subject;

· individually, conference briefly and regularly with the teacher to maintain focus (Teacher can use a PQS conference format – praise, question, suggest.);

· in consultation with their teacher adviser, may set or revise goals and action plans for these areas in their Annual Education Plans.

Assessment/Evaluation

1. LS2.05X, LS2.03X, PK3.03X

Students:

· as part of a subject based work group, use a chart similar to the one below to keep track of what they study/learn and to document key learning strategies that they use, and try to adhere to effective study and work habits both in class and at home;

DAILY TRACKER
NAME:	TIME WORKED: DATE:	PERSEVERANCE: EFFORT:
PROJECT/ASSIGNMENT/ STUDYING	KEY LEARNING STRATEGIES USED	COMPLETED (yes or no)

· conference regularly with the teacher who outlines brief suggestions on the ‘Daily Tracker.’ As they complete assignments, projects, and tests and receive feedback, students reflect on the success of their preparation and their use of memory, thinking, and learning strategies. Students use the Teacher Questions outlined in Appendix A, Unit 1, Activity 1 for this reflection. They place any assessment feedback (marks, comments, etc.) and the ‘Daily Tracker’ in their portfolios as evidence of applying thinking skills and learning and memory strategies. A rubric can be designed to assess the application of skills and strategies as well as behaviours that demonstrate motivation, e.g., perseverance, effort, task completion (summative; tool: rubric).

Resources

Bell, L.M., S. Ratcliffe, Suzanne Robicheau. Independent Learning. Toronto: OSSTF, 1989.

ISBN 0-920-930-43-3

Bellanca, J. Robyn Fogarty. Teach Them Thinking, Mental Menus for 24 Thinking Skills. Arlington Heights: IRI SkyLight Training and Publishing, 1986. ISBN 0-932935-03-6

Bellanca, J. and Robyn Fogarty. Patterns for Thinking, Patterns for Transfer. Arlington Heights: IRI SkyLight Training and Publishing, 1991. ISBN 0-932935-43-5

Black, H. and Sandra Parks. Book 1 Organizing Thinking. California: Critical Thinking Press and Software, 1992. ISBN 0-89455-354-0

Black, H. and Sandra Parks. Book 2 Organizing Thinking. California: Critical Thinking Press and Software, 1990. ISBN 0-89455-355-0

Brandt, Ron. Powerful Learning. Alexandria: Association for Supervision and Curriculum Development, 1998. ISBN 0-87120-305-7

Activity 2 – Appendix A

Student Achievement Summary

SUBJECT	MARK (latest)	COMMENTS ON PROGRESS assignments/tests/projects: time management, study habits	ACTION PLAN

Student Signature: Teacher Adviser Signature:

Activity 2 - Appendix B

Verbs: Directions for Thinking

VERBS

THINKING MAP or GRAPHIC ORGANIZER

1. Compare and Contrast

Venn Diagram

2. Compare

Item/Idea 1 Item/Idea 2

______________ Category? ______________

3. Describe (an event)

Who Where

What Event How

When Other

4. Describe

Attribute Web

5. Analyse

Analysis

Part Function

________________ ________________

6-Step Learning Process
THE STEPS	AN EXAMPLE OF LEARNING
1. This learning reminds me of.........	1.
2. I am learning to...	2.
3. This is what it is about/how it is done...	3.
4. I can do it/explain it this way... ;	4.
5. I can do it/explain it without help...	5.
6. I can use this again when I...	6.

Adapted from Madeline Hunter’s Six Steps for Effective Teaching

Activity 2 - Appendix C

Verbs as Directions for Thinking

Analyse	Break down into parts and look at each closely.
Compare	Look at similarities and differences between the things.
Classify	Sort persons, things, ideas into groups according to ways they are alike.
Contrast	Give only the differences between the two things. Give examples to show these differences.
Define	Give a clear, concise definition or meaning.
Describe	Give a written sketch or impression of the topic. (Paint a word picture.) Give lots of detail.
Discuss	Talk about an issue from all sides.
Evaluate	Explain why something is good or bad. Judge the idea/concept carefully from all sides. Give plusses and minuses and back up with facts.
Justify	Tell why an idea or point of view is good or right. Back up information – advantages and disadvantages.
Explain	Clarify something. Give reasons. Use a cause-and-effect or step-by-step explanation.
Outline	Organize the facts of a situation by listing the main points.
Prove	Show that something is true by providing facts like statistics, quotes, events.
Summarize	Present the main points of an issue, article, event, or story in shortened form. Examples are usually not included.

Activity 3: How can I extend my learning beyond the classroom?

Time: 980 minutes

Description

Students research, design, and participate in a group service project that takes place in or outside of school.

Strand(s) and Expectations

Strand(s): Learning Skills, Personal Management Skills, Interpersonal Knowledge and Skills

Overall Expectations:

LSV.01X - demonstrate and use an increasing variety of numeracy and literacy skills;

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills;

PKV.02X - describe and evaluate the ways they learn best;

IKV.01X - describe the knowledge and skills needed for working effectively in groups or teams;

IKV.02X - use interpersonal and teamwork skills effectively in learning environments.

Specific Expectations:

LS2.02X - use the inquiry/research process effectively;

LS1.02X - demonstrate effective use of a variety of reading strategies to improve understanding of text;

LS1.03X - demonstrate effective use of a variety of writing forms (e.g., expository, narrative, letter, supported opinion) and use them effectively for a variety of purposes;

LS3.03X - demonstrate understanding of how volunteer activities (e.g., mentoring, tutoring, coaching, community service), part-time work, and participation in school life can develop and enhance employability skills and strengthen one’s resume;

IK1.04X - use interpersonal and teamwork skills effectively and appropriately in school and in community-based learning activities (e.g., on a sports team, in clubs, at work);

PK2.05X - identify the personal management skills that they need to improve in order to become more effective learners and describe ways of improving those skills;

PK3.01X - use effective personal management skills (e.g., goal setting, time management, project management skills) to improve their results in selected school subjects.

Planning Notes

· The duration of Activity 3 can be reduced if the teacher completes some of the initial research, materials collection for student fact finding (community brochures, community Internet sites, tourism brochures, etc.), and focussing of ideas for group service projects. This teacher-directed approach may be required if the needs of the students warrant it or if time is limited. The value of the activity, however, increases with the amount of student initiative (research, planning, organization. and focus). The teacher should consider each of these perspectives when planning the activity.

· Follow board and school policy and procedures for student in-school and community volunteer and service work.

Prior Knowledge Required

· reflection and portfolio development

· note taking

· Internet searches

Teaching/Learning Strategies

1. Students:

· led by the teacher, discuss the structural and organizational aspects of the local community: public and private sectors, municipal structure, departments of culture, recreation, tourism, Chambers of Commerce, health and education services, service clubs, volunteer bureaus, etc.;

· discuss the types of work (paid/unpaid) and the impact of ‘volunteers’ in the community (The teacher records the discussion on a mind map or web, using an overhead, chart paper, or chalk board.);

· choose an aspect of their community for which to do a quick fact-find (5-10 points of interest). This should be done within class time, (e.g., a 20-minute search).

· report to the class at the end of the allotted time and provide additional information about their community;

· survey research materials, reading titles and subtitles only to focus on the information blocks that pertain directly to their chosen topics. As the search becomes more directed, they should scan the material (read the first sentence of each paragraph) to determine the main ideas of each selection. They can prioritize these main ideas to create the structure by which to organize their research notes.

2. The teacher :

· initiates another discussion on community by asking: “What is it that makes a city, town, or village a community?”

· helps students focus on a variety of possibilities – common interests, values, cultural customs, etc. and helps them realize that communities range from local to global.

3. Students:

· in groups, discuss aspects of a community of their choice – neighbourhood, cultural community, international, etc. They can also discuss the personal and social responsibility of individuals as members of communities.

· bring in a picture or article from a newspaper, magazine, or the Internet and prepare to talk about it in terms of their concerns and what is important to them. Once all issues and concerns are identified, students form like or related interest groups.

4. The teacher:

· explains that they will be involved in a group service project that focuses on a community issue and determines a way for the class to narrow its focus to one issue. (Since there will be one service project per issue, it is recommended that the number of ‘issues’ be reduced to one or, at the most, two.)

· introduces students to the following project:

Part A:

Groups of students research aspects of the issue(s)with a focus on the following questions:

· Why is this an issue in our community? What are some of the things I need to know to understand the issue?

· What are the community needs relevant to this issue and what can we do to help?

The research assists students in developing a focus and a plan for the group ‘service’ project.

Part B:

Each group presents its research to the class to expand its range of information on the community issue(s).

Part C:

The class or groups plan a service project related to the issue (e.g., food drive, charity car wash, work at the local food bank, etc.).

Part D:

Each student participates in the service project (school or community-based).

Part E:

Each student contributes to a class newsletter that profiles their group’s project, issue, and community, using at least two different forms of writing. They can draw from their research and/or their group project. Students decide on the distribution list for their newsletter – Grade 9 classes, parents, etc.

Part F:

Each student creates a brief summary of an aspect of the group project that was personally meaningful or significant and presents the summary to the class.

5. Before beginning the group research, students brainstorm the skills that they might need to research, plan, and carry out the project. The teacher can focus the discussion on teamwork skills, organizational skills, etc. and initiate the following two activities which prepare students to work as a team and carry out their research.

Activity A: Simulation

Students participate in a teamwork simulation where they assume helpful and not helpful roles in a group.

Sample: Grade 9 student leaders have $1500 from a fundraiser to spend any way that they want as long as it benefits Grade 9 students. Their staff adviser will support any responsible decision. Working in groups of eight, students make a decision. Each member is given a role, on a card, which is kept secret from others in the group.

Suggested roles:

· Blocker 1 - makes generalizations, blames;

· Blocker 2 - changes the subject;

· Information giver – point out facts, asks questions;

· Evaluator - encourages group to explore all sides and make a decision to go with idea best supported by facts;

· Clarifier - checks for understanding;

· Leader - attempts to take charge;

· Sly Guy - has a secret agenda, wants to use the money for a year-end party;

· Quitter - doesn’t want to make a decision and drops out.

Teacher supervises groups and assumes staff adviser role.

Students work on the simulation for a half hour then debrief by examining roles, determining helpful and not helpful behaviours. They then determine and list on chart paper, norms and behaviours that they believe will be beneficial to their research group by responding to the question, “What are the behaviours/things that will help us get the research and project done well, and efficiently?” These norms can be placed on a checklist or used to develop a rubric for self- and peer-assessment.

Activity B: Interview

In preparation for the information interview portion of the research conducted in person or on the telephone, students practise using four different types of questions, role play telephone interviews, and brainstorm and role play some of the strategies for a successful interview (see Strategies for Successful Interviews, Unit 3, Activity 3, Appendix A)

6. Part A: Group Research

The teacher introduces the KWHLAQ questions (Appendix 1) for student groups to use as a way of moving through the inquiry/research process. Students each take an area to research as they work through the inquiry process. The teacher introduces specific components of the research process as time and need permits. (See Research Rubric: Unit 4, Activity 1, Appendix A.) Students carry out their research, meeting daily to keep on task and to ensure that all aspects of the task are being completed. Research on the issues must focus on at least three sources – interview, Internet, and a print publication (e.g., magazine, text, pamphlet, etc.). Students review, refine, and practise the reading and research strategies introduced previously as they gather information for their projects. For effective, more thorough reading, students can use the following strategy:

a) skim the text – for bolded words, titles, diagrams, etc.;

b) read the text – sit, read and concentrate, create mental pictures, take breaks;

c) underline, highlight, or write down key points - helps in reviewing;

d) write down questions – ask for help if needed;

e) talk about what they read with others or map the key ideas;

f) review the material – read through, talk over again.

7. Students:

· discuss the teamwork skills they applied in their group research assignment and in their information interview and determine whether they adhered to the norms set by the group;

· place evidence of their application of teamwork, group skills, and/or interview skills in their portfolios (e.g., a peer checklist/self-assessment based on the established norms);

· examine the Employability Skills from the Conference Board of Canada and identify the skills that they have, as represented by evidence in their portfolios, in terms of the Employability Skills;

· brainstorm which of the Employability Skills might be required in the planning and carrying out of their service project and develop a plan for improving a skill area which they feel needs to be strengthened.

8. Part B: Presenting personal research

Students:

· present a short summary of their personal research orally to the group and provide a brief point-form written outline that can be displayed on a bulletin board or chart;

· focussing on the ‘needs’ of the community, decide on a short project that the class/group can do to help.

9. Part C: Planning the service project

Students:

· before beginning the planning process, generate a list of basic project management strategies that can be used by the group and by individuals (time and task management – list making, keeping a schedule, dividing big jobs into smaller jobs, goal setting, action planning, building in time to check and revise, etc.);

· individually and as a group, use these points as a checklist as they work through their project;

· organize their project in the following manner:

· assign a co-ordinator to help keep the group on task;

· determine and list their goals for the project, the tasks that they have to complete, and decide who in the group is responsible for each task and when each task must be completed;

· determine problems and solutions and outline the number of in-class meetings the group needs to prepare for and participate in the project.

(The teacher monitors the readiness of the group and assists/intervenes accordingly.)

· purposefully focus on applying teamwork skills, conflict resolution skills as required (Activity 2), and project management skills during their group service project.

10. Part D: Participating in their group service project

Students:

· reflect on their project and the skills that they used and learned, specifically teamwork, project management skills, and the Employability Skill that they chose to develop. They use the questions outlined in Unit 1, Activity 1, Appendix A to guide their reflection.;

· determine which of the project management skills used in the project are also critical for success in school;

· place any evidence of application of skills or any other learning during the project in their portfolios;

· relate their learning to the Employability Skills and create a Personal Profile in terms of their Employability Skills: Strengths – current skills, Skills to be developed, and Areas/Skills currently ‘under construction.’

11. Part E: Writing for a newsletter

Students:

· review the following writing forms:

· narrative – tells a story; expository – gives an explanation; letter – a written dialogue from the writer to the reader; supported opinion/persuasive – attempts to persuade or change an opinion;

· individually, contribute two different forms of writing to a class newsletter that profile the service project and highlight any of the interesting aspects of their initial research;

· discuss where, within the format of a newsletter, these genres might be found;

Examples of newsletter components include:

A Day in the Life (narrative);

How Does a _______ Work (expository);

Consider Volunteering! (supported opinion/persuasive);

Letters to the editor/public thank-you

· generate a list of topics based on their research of the issue and their service experience (e.g., summary of the issue, the ‘need’ that was addressed, a description of the experience, what they learned, the impact of the project, skills learned) that they feel would be appropriate to include in a newsletter to the audience of their choice (e.g., parents, all Grade 9 classes, teachers, Grade 8 students);

· review and revise their work based on both self- and peer-review, using publishing or word processing software. They focus on the usual standards of writing (e.g., use of language: spelling, grammar, sentence structure; ease of comprehension; development of descriptions and ideas with supporting details);

· distribute the newsletter to the intended audience.

12. Part F: Presenting their writing

Students:

· working in groups of five or six, make a short presentation of their service experience as written in the newsletter;

· may also include aspects of their experience such as what they learned, the impact of the project, things they might like to try next as a result of the project, etc. The mode of presentation can be determined by the group: PowerPoint presentation, newscast, Talk Show, etc. Students in the group assume responsibility for various parts of the presentation.

Assessment/Evaluation

1. LS2.02X

Students use the KWHLAQ strategy to plan their research of the community issue. Some groups will be more self-directed than others in moving through the inquiry/research process. Use of the inquiry planning strategy can be assessed according to the following criteria:

a) completion of each of the steps in the KWHLAQ process (Students might complete a story board of the various stages that they went though in the planning and research process.);

b) depth and breadth of the answers/plans developed at each step/degree of independence.

A research rubric with this and other criteria appears in Unit 4, Appendix C. (Formative; tool: rubric);

c) personal reflection on the process during and on completion of the research (Monitoring: How well are we doing? Are we working according to plan? Critiquing: What did we do well? What can we do differently next time?) (Formative; tool: rubric – Reflection Rubric: Unit 1, Activity 1, Appendix A).

2. IK1.04X

Students:

· create a checklist of tips and questions that they use for their telephone or ‘in-person’ interview. After the interview, students reflect on the degree to which they followed the tips and the effectiveness of their questions in gaining information;

· store the checklist and reflective comments in their portfolios in the Application of Knowledge and Skills section;

· work as a team during the research and planning components of the project and individually try to demonstrate ‘helpful’ group behaviour and adhere to the norms set by the group. At the end of each teamwork session, individual students and the teacher complete a checklist that describes the frequency of helpful behaviours demonstrated by the students. (Formative; tool: checklists).

3. PK3.01X

Students:

· review the checklist they maintained on the management skills used throughout the planning component;

· determine a subject area in which these same skills can be used (dividing a large task into smaller bits, goal setting, action planning, checking, and revising);

· chart their use of these skills over the next week or two, select a buddy to assist them in monitoring their progress, and collect evidence to demonstrate their degree of success in applying the skills. (Formative; tool: checklist)

4. LS1.02X

Students:

· present any article that they have researched, along with their research notes and a written description of the reading strategies that they employed (e.g., surveying, scanning, the 6 Tips for Effective Reading). Comprehension of the material researched, the written description of the application of the strategies, and any evidence of use of the reading strategies (e.g., identification of key words, mapping, etc.) are some of the key criteria for assessment of the strategies. (Formative; tool: rubric)

5. LS1.03X

Assess students’ writing for the class newsletter on form, communication, and process. As an example, expository writing should include facts, directions, or definitions of terms, etc. and be consistent with its main purpose of presenting or explaining facts or ideas. Assess aspects of the writing process and communication using the Writing Process Rubric and Communication Rubric in Unit 3, Activity 3, Appendix 2. (Formative; tool: rubric)

6. LS3.03X, IKI.05X, PK3.02X

Students:

· determine the personal management and interpersonal skills (including conflict resolution, managing emotions) that they used in the project and determine whether any additional skills were learned or applied;

· put any evidence of application of the skills in their portfolios, relate their learning to the Employability Skills and update their Personal Profiles. (Summative; tool: constructed response)

Resources

Fogarty, Robyn. Problem Based Learning and Other Curriculum Models for the Multiple Intelligences Classroom. Arlington Heights: IRI SkyLight Training and Publishing, 1997.

ISBN 1-57517-067-1

MacPherson, K. and C.W. Kinsley, ed. Enriching the Curriculum Through Service Learning. Alexandria: Association for Supervision and Curriculum Development, 1995. ISBN 0-87120-246-8

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-07-552864-9

Activity 3 - Appendix A

4 Types of Questions

1. Yes/No questions: yield little information

2. Fact-finding questions: specific, focused, and yield more information

3. Open-ended questions: yield detail and often lead to more questions

4. Follow-up questions: used to get more information or clarify a previous statement

Strategies for Successful Interviews

Prepare the questions ahead of time.

Ask the important questions first.

Listen attentively.

Ask questions when you need more information or do not understand.

Take brief notes.

Write up notes in more detail later.

Be courteous, polite, introduce yourself, thank the person for his / her time.

From: Exploring Your Horizons, Judy Misener

Basic Telephone Tips

Introduce yourself.

Be open and honest about why you are calling.

Be optimistic; have a positive, uplifting attitude.

Be courteous.

Be concise and direct.

Be considerate of your contact’s time, feelings, and situation.

Be complimentary.

Say thank you and send a thank-you note.

From: http://wwwrhjh.lkwash.wednet.edu/RHJH/ServiceLearning/Forms/tips.html

KWHLAQ Inquiry Approach

K What do we think we know about the subject?

W What do we want/need to find out about it?

H How will we go about finding out?

L What do we expect to learn? What have we learned?

A How will we apply what we learn to other projects?

Q What new questions do we have following our inquiry?

From: PBL Problem Based Learning - An Inquiry Approach, John Barell

Activity 3 - Appendix B

Writing Process Rubric

CRITERIA	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4
REVISION	- with assistance, makes changes to the content and/or organization of a draft	- with limited assistance, makes appropriate changes to the content and/or organization of a draft	- independently makes appropriate changes to the content and/or organization of a draft	- independently synthesizes information from teacher/peers and makes changes to the content and/or organization of a draft
EDITING	- requires assistance to edit own work	- with limited assistance, edits own work, employing grade-appropriate conventions	- independently edits own work, employing grade-appropriate conventions	- independently and routinely edits own work, employing grade-appropriate conventions
PUBLISHING Visual Presentation	- with assistance, uses some grade-appropriate visual techniques	- requires some assistance to use grade-appropriate visual techniques	- independently uses grade-appropriate visual techniques to create the desired impact for the selected purpose and audience	- independently and skillfully uses visual techniques to enhance the impact for the selected purpose and audience

[Halton District School Board]

Communication Rubric

CRITERIA	LEVEL 1	LEVEL 2	LEVEL 3	LEVEL 4
COMMUNICATION Clarity	- few ideas are stated clearly	- some ideas are stated clearly	- most ideas are stated clearly	- all ideas are stated clearly
VOCABULARY	- little accurate use of vocabulary	- some accurate use of vocabulary	- mostly accurate use of vocabulary	- accurate and effective use of vocabulary
AUDIENCE/ PURPOSE	- limited sense of audience and purpose	- some sense of audience and purpose	- clear sense of audience and purpose	- strong sense of audience and purpose
FORM	- limited command of form	- some aspects of work indicate a command of form	- considerable command of form	- extensive command of form

[Adapted from Achievement Chart, The Ontario Curriculum, Grades 9 and 10, Guidance and Career Education, 1999.]

Activity 4: How can I plan for and select future opportunities for learning in the community?

Time: 280 minutes

Description

Students investigate volunteer and other opportunities to become involved in their community, based on their interests and what they want to learn, do, and explore. After investigating their interests through a variety of inventories and examining their Personal Profiles, students develop personal learning plans that can be used to shape part of their Annual Education Plans. Students also develop a personal resume as part of an initial action plan to meet community involvement requirements for their OSS diploma.

Strand(s) and Expectations

Strand(s): Learning Skills, Personal Management Skills, Interpersonal Knowledge and Skills

Overall Expectations:

LSV.03X - demonstrate effective use of learning and thinking strategies and effective use of technology to enhance their research, learning and presentation skills;

PKV.02X - describe and evaluate the ways they learn best;

IKV.01X - describe the knowledge and skills needed for working effectively in groups or teams.

Specific Expectations:

LS3.08X - produce and evaluate learning plans that identify learning strengths, barriers, needs, goals, and strategies for success in high school and incorporate them into their annual education plans;

IK2.01X - identify school and community resources available to support learning and explain how and when to access them;

IK2.02X - identify individuals or programs that can assist with their specific learning needs (e.g., peer tutors).

Planning Notes

Teachers should be familiar with interest inventories, resumes, and the OSS:99 Community Involvement diploma requirements. Interest inventories should be age and language appropriate. Self-scoring or computer-generated inventories give immediate feedback and often tie them to National Occupational Classification (NOC) numbers. Career Monographs should be available in the guidance department or career centre. Teachers should also be familiar with board policies and procedures for job shadowing, volunteering, and community involvement. The ‘Learning Strategies’ teacher should communicate regularly with the teacher adviser of students in the Learning Strategies class – particularly when students are developing materials that may be included in their Annual Education Plans.

Prior Knowledge Required

· Group service project

· An up-to-date portfolio and personal profile

Teaching/Learning Strategies

1. Part A: An Interest Inventory

Students:

· complete an interest grid, outlining five things they like to do in school, five things they like to do at home, and five things they like to do as leisure activities outside the home; analyse their lists into areas of data, ideas, people or things; in groups, brainstorm occupations that they think would relate to these areas;

· complete an interest inventory and work with the teacher to help interpret the results (The list of occupations generated may need to be broadened to include a wider spectrum of occupations so that students see the connection to their interests.);

· place the inventory in the Personal Profile section of their portfolios; review any additional completed interest inventories in their portfolios with the teacher, and make additional connections to occupations; discuss their interests and share their conclusions in pairs.

2. Students:

· gather information to plan for a self-directed and self-initiated community experience (e.g., Take Our Kids To Work™, job shadowing, volunteering, community involvement). They use their personal profile and portfolio as sources of information to:

· complete standard information sheets about themselves, their interests, hobbies and skills, jobs they may have had, or volunteer work they may have completed to this point;

· develop a simple resume, using available technology (Some computer programs have a template to assist students with lay out. They can save information on a disk to take home so they can update it as their skills change.)

· place their completed information sheets and resumes in the Personal Profile section of their portfolios;

· in groups or individually, research volunteer/service opportunities in their communities and the skills that can be gained by these experiences. They use available technology and resources (e.g., newspapers, community resource manuals, interviews, and guest speakers from a volunteer coordinating agency, etc.) and chart a comprehensive list of possibilities and skills for reference. At the same time, students compile a class handbook of volunteer opportunities in the community. This handbook could include opportunities for job shadowing.

3. Part B: School and Community Resources

The teacher:

· assists students in locating resources in the school and community that will:

· provide information on potential community experiences;

· prepare them for a potential community experience;

· develop skills and knowledge needed for a community experience and/or provide counselling on placement information, secondary school courses and post-secondary opportunities that relate to areas of interest.

4. Students select a potential opportunity for a community-based learning experience and develop an action plan to create the opportunity for themselves.

Assessment/Evaluation

1. LS3.08X, IK2.01X, IK2.02X

Using information from the Personal Profile section of their portfolios and based on some of their areas of interest, their group service experience, and their strengths and needs, students:

· develop an initial set of goals and plans that relate to career and education exploration, co-curricular activities, and community involvement;

· include in the action plan, school and community resources, and individuals or programs that will support their goals. They explain how and when they are going to access these resources.

This learning plan can be used to establish part of the students’ initial Grade 9 Annual Education Plan or to revise their plans that were previously set with their teacher advisers.

They place drafts or worksheets that detail this in the Goals and Plans section of their portfolios. (Summative; tool: constructed response)

2. IK2.01X, PK3.02X, IK1.05X, PK3.04X, LS1.03X, LS1.02X, IK1.04X, PK3.01X, PK2.05X, LS3.03X

Students plan, organize, and host a volunteer fair and, in groups of four:

· take charge of specific tasks related to the fair;

· chart a timeline, develop a project map as a class, and refine it for the group task;

· research a variety of volunteer agencies/other possibilities for volunteering;

· contact and inform volunteers of the fair and request their participation;

· draft a telephone script;

· advertise the volunteer fair: video, audio-tape for morning announcements, posters, letter for the school newsletter, letter to parents, web page;

· work with others to host and manage the event;

· manage emotions and stress and resolve any conflicts that arise;

· manage time and tasks involved;

· use interpersonal skills in working with group members and fair participants;

· develop a set of instructions for planning, managing and organizing the tasks assigned to their group, as part of creating a “How to Host a Volunteer Fair” booklet.

Evidence required for assessment:

· timeline and task outline, list of volunteers for group to contact, advertisement (Summative; tool: constructed response);

· volunteer fair booklet, draft script for ‘cold call’: (Summative; tool: writing rubric);

· skills: personal management, interpersonal, teamwork, conflict resolution, managing emotions and stress (Summative; tool: rubric - observation);

· personal reflection on application of skills in at least four areas – how well skills/knowledge were applied, how they might apply their learning differently next time, in what other contexts they could use these skills/knowledge, their plans for further growth in these areas. (Summative; tool: reflection rubric, Unit 1, Activity 1, Appendix A).

Resources

Barell, John. PBL Problem Based Learning - An Inquiry Approach. Arlington Heights: SkyLight Training and Publishing, 1998. ISBN 1-57517-077-9

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998. ISBN 0-07-552864-9

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